Most students self-regulate their own behavior routinely. For those students who don't develop these skills independently, the
strategies should be taught based upon what makes sense for the student and the situation. While this module focused on four
different types of self-regulation strategies, they are rarely used in isolation. In fact, the strategies are commonly and effectively
used in combination with one another. For example, self-instructions or self-statements naturally work well for self-reinforcement.
Students learn to use statements such as "I'm good at this!" upon successful completion of a difficult activity. Therefore, the
students' self-statements become their own reinforcements. Self-monitoring and goal-setting are often used in combination. The
simple act of setting a goal lends itself naturally to monitoring one's progress. A student who sets a target of completing her
homework for four days out of the week will need to keep track of her homework completion in order to determine if she has met her goal.
Although these strategies may be used in isolation, they are more commonly used in combinations of two, three, or four. Remember, it
all depends on the student and the situation. Self-regulation is a helpful intervention for teachers to implement at all grade levels.
It is an important life skill that students use both in school and in other settings.